Classroom Assessment Techniques (CATs) are a form of ungraded formative evaluation used by faculty to monitor student learning before and between summative exams or assignments and to then direct instructional strategies to better meet student needs.
They include simple tools and flexible procedures to evaluate student's:
Prospects for successful use of CATs to improve student learning increase when faculty:
Angelo and Cross (1993) have written an excellent overview of the theory, selection, and use of CATs in, “Classroom Assessment Techniques: A Handbook for College Teachers”. Fifty techniques are presented that can be adapted for specific teaching contexts.
Additional information can be found in Suskie (2009), “Assessing Student Learning: A Common Sense Guide”. This text describes a wide variety of topics related to the assessment process, as well as the use of results to inform and improve teaching, learning, planning, and decision making
Vanderbilt University Center for Teaching Indiana University Center for Innovative Teaching and Learning University of Tennessee at Chattanooga
Angelo, T. A. (1990). Classroom assessment: Improving learning quality where it matters most. New Directions for Teaching and Learning, 42: 71–82.
Divoll, K.A., Browning, S.T., and W.M. Vesey. (2012). The ticket to retention: A classroom assessment technique to improve student learning. The Journal of Effective Teaching, 12 (2), 45-64
Esenbach, R., Golich, V., and Curry, R. 1998. Classroom assessment across the disciplines. New Directions for Teaching and Learning, 75: 59-66.
Goldstein, G.S. 2007. Using classroom assessment techniques in an introductory statistics class. College Teaching, 55, 77-82.
Steadman, M. 1998. Using classroom assessment to change both teaching and learning. New Directions for Teaching and Learning, 75: 23-35.
Simpson-Beck, G. 2011. Assessing classroom assessment techniques. Active Learning in Higher Education, 12(2), 125-132